Resources

Provides suggestions for instructors of college students with disabilities. Highlights confidentiality issues and syllabus preparation including accommodation and modification statements.

PDF includes 13 essays by faculty at the University of Colorado who participated in a Faculty Teaching Excellence Program. Faculty in various disciplines wrote essays with specific teaching tips addressing particular forms of diversity. Those essays were collected into this volume.

Discusses five aspects of creating an inclusive classroom: course content choices; awareness of assumptions; course planning; getting to know students; and awareness during the process of teaching.

Summer 2013 article in AAC&U’s journal “Diversity and Democracy.” Uses survey data to argue for the importance of inclusive learning environments and incorporating diversity into teaching and learning.

(Essays on Teaching Excellence, Toward the Best in the Academy Volume 19, Number 5, 2007) Short article that argues "One of the reasons role-play can work so wellis because of the power of placing oneself in another’s shoes. This provides opportunities for learning in both the affective domain, where emotions and values are involved, as well as in the cognitive domain." But to be effective role-playing must have clear objectives and intentional debriefings. where experiences are analyzed

Overview of How and Why to Use Role-Playing, Including a collection of role-playing scenarios

A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment

Focus is on using Role-Play to help historical figures come alive.

Handy 1-page summary of difference between grades and assessment, from the Duke University website.

In “Reacting to the Past” courses students learn by taking on roles, informed by classic texts, in elaborate games set in the past; they learn skills—speaking, writing, critical thinking, problem solving, leadership, and teamwork—in order to prevail in difficult and complicated situations. That is because Reacting roles, unlike those in a play, do not have a fixed script and outcome. While students will be obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively, in papers, speeches or other public presentations; and students must also pursue a course of action they think will help them win the game.